Pictured: A Substance in a Test Tube – Probably Contains Lead
The objective of 19C is for students to determine the solubility product constant of PbI2.
I have showcased my ability to communicate thoroughly with my lab partner(s) when I told one of them to “put the thing on the thing”, as seen in the artifact above. For the sake of anonymity, they will henceforth be referred to as . More examples of when I communicated with was when we collaborated during the laborious process of pouring Pb(NO3)2 and KI into test tubes. postulated the brilliant idea of delegating the pouring of Pb(NO3)2 to me and the KI to him (). What I would improve for next time would be delegating these types of responsibilities with sooner in the timescale of the lab for the purpose of efficiency. God save the king
Describe 1 leadership quality you possess and provide an example of that quality; describe 1 leadership skill you possess and provide an example.
COLLABORATIVE
Collaboration is when you work with other people on a common goal. I do this every week on the Cent Show where I have to work with the rest of the CS crew to gather scores from games that happened over the weekend. Like last week, where I got two out of the three scores I needed.
TIME MANAGEMENT
Time Management is when you manage your time effectually. I do this every week on the Cent Show where I actually now have responsibilities I have to keep up with over the weekend (not including studying for whatever nightmare fuel test Asano cooks up). This has, unfortunately, resulted in me having to plan my day out beforehand. Like last week, where I said “im going to do my homework and then edit a bit and then play games”
Describe 1 leadership quality would like to develop by the end of the course; describe 1 leadership skill that you would like to develop.
CONFIDENCE
Confidence is the belief that an outcome will be positive. Pretty self-explanatory. I don’t know how to develop this one.
ABILITY TO TEACH
I want to be able to teach other people how to do a thing correctly and efficiently. I’ll get plenty of practice teaching some would-be editors and being an unofficial peer tutor for my woodworking class.
The Reflection?!?!?!?!?
I can work with others to achieve a goal. Having spent around 2-3 school semesters doing the same thing over and over again, we’ve honed the art of doing something as a group and “achieving the goal”. Instead of taking one hour in constant rush to film an episode, we take two hours while talking salad the entire time. If we still had the time constraint of filming before school, we’d probably take like 30 minutes. Ive always known how to work with others to achieve a goal, I just got better at it.
During the runtime of the course, I have had to aid my table group members numerous times when they struggled with the problems at hand – especially EB. This has happened every day during group work and when we’re doing the homework questions. Although I haven’t acted as the unofficial peer tutor of the table group as much as some other person has (damn this name dropping restriction!) has, I still feel that I’ve done more than enough. For EB, of course.
Strategically preparing for assessments
Additionally, I’ve had to develop smarter ways or preparing for tests, given that I have to balance math, history, chemistry and spanish while also playing Metal Gear Solid V (a game that’s too fun for my own good). This includes the near herculean tasks of using class time wisely (never been done before by the likes of me, or EB), NOT playing video games for 4 hours straight and only completing the homework questions on topics I don’t have a “satisfactory” understanding of (the definition of satisfactory changes by each unit – sometimes I just don’t care).
Advice for Future Students
You’d think that I will just say what everyone else is saying – that is to study chapter 1. I know that most people will be far below their prime in the first weeks of the class regardless of what preparation they will take on, unless you’re an Einstein tier mathematics student. In other words, not EB. I’d say to study as you usually would for chapter 1. Other than winning the genetic lottery, there really isn’t a way to be good at chapter 1. That’s my advice.
Pink elixir, produced as a byproduct of performing a successful titration. Allegations that I have tasted the mixture in question and compared the taste to strawberry have been proved false by a jury of my peers. Complaints should be directed to our lord and saviour Jesus Christ of Nazareth.
This artifact [which has thankfully avoided capture by the British Museum] is a light pink solution of phenolphthalein, salt water and excess NaOH. This is an excellent example of Communication given that the solution would be very sensitive to any added NaOH around this point, meaning that extra care and teamwork was exercised to ensure that it didn’t turn bright pink, as what happened with the first trial. Here’s a transcription of that incident [hereafter referred to as The Day the Earth Stood Still], where Lukas comically overshot:
KUBA: Lukas! Lukas, calm down Lukas!!! Slow down!!
LUKAS: huh?
This time, we learned from our mistakes. Compared to The Day the Earth Stood Still, we did not go full throttle with the NaOH and took the time to coordinate the stirring, flow rate and half-drops.
Parent Function -> y = x²
My Function -> y = ⅓(x+1)² - 3
The Value [hehe] of a, h and k
ais the coefficient of the binomial in which x resides, so modifying this value grants great control over the final value of x. Making the value of a greater than 0 but less than 1 makes the y value always lower than if the identical x value was plugged into the parent function. In graphs that open upwards [a > 0], having a y value consistently lower than what would result from the parent function given the same value of x produces a graph which is “flatter” – where achieving the same y value as a point on the parent function requires an x value that is further from 0.
I’ve nullified [made equal to 0] both h and k on the function I was given to make comparing both values of a easier.
It’s flatter.
If the value of a is less than 0, the graph reflects vertically and is considered “opening down”. Much of the same rules apply here. Values of a greater than -1 and lesser than 0 produce a flatter graph [see picture above] but flipped vertically [the vertex is unaffected] and values lesser than -1 produce a thinner graph.
h is the value inside of the brackets and is responsible for shifting the parabola horizontally. Note that it is represented as (x – h)², meaning that if you want the parabola to be shifted to the right [in the positive direction], the value of h has to be negative to produce a double-negative [positive] number in the final equation. Thus – positive values of h make the parabola shifted to the left and negative h values shift it to the right.
Finally, k is the lone constant sitting at the end of the function and shifts the graph vertically. It’s not as confusing to compute as h – positive k values shift the graph vertically and the inverse is true for negative values. Note that adjusting both h and k affect the position of the vertex.
Core Competency Questions
I’ve represented the same idea numerous ways when I both said and shown what changing the a value would do via written words and embedded images and expressed these ideas using relevant mathematical vocabulary like “opening down”, “greater than / less than”, “shifting”, “double-negative” and “constant” which makes my explanation less dependant on guesswork to interpret. Additionally, I’ve organized the sentences about a, h and k into their own separate paragraphs and always started those paragraphs with the corresponding letter that was talked about and separated those paragraphs with spacers.
My group (Mason, Kaden and I) created an instructional infographic for using hyphens properly for our English 9 class.
Communication Reflection
The purpose was to teach people how to use hyphens correctly. The program that I used for typing the notes was Word. We barely communicated with each other (and when we did, we used e-mail) and as such there wasn’t much feedback thrown around, I can’t answer that question. My task was to write up some notes on how to use hyphens. As for ‘making sure each member contributed to a design’, I stayed out of their business. Can’t answer that question. Because we all barely communicated and left each other alone, the ‘groupwork’ part was solely placebo. We didn’t use time efficiently together. Thing is with not talking to each other, we didn’t have to make any decisions together. The workflow was smoothness, with no problems encountered. Overall, the work was satisfactory and trying to improve it would be a waste of time in my opinion.
